The Expanding Role of the Academic Liaison:

Balancing Subject v. Functional Skills

https://www.flickr.com/photos/61056899@N06/5751301741/in/dateposted/ (CC)

Speakers

Marla Means

MLS (Dec. ‘15)

Graduate Student &

Reference Intern

UNC Greensboro

mmmeans@uncg.edu

Richard Moniz

MA, MLS, EdD

Director of Library

Services

Johnson & Wales

University, Charlotte

Richard.Moniz@jwu.edu

Steve Cramer

MLS

Business Librarian

UNC Greensboro

smcramer@uncg.edu

Agenda1. Welcome & introductions

2. Nature of liaison roles (Marla)

3. In smaller libraries (Richard)

4. In larger libraries (Steve)

5. Discussion

PollLiaisons present?• Subject• Functional• Both

Have you discussed the balance and/or organization of subject v. functional roles in your library?

2. Nature of liaison roles (Marla)

Introduction

Fundamentals for the Academic Liaison by Richard Moniz, Jo Henry, and Joe Eshleman

The nature of librarian liaison work and their evolving roles...

Defining the Library Liaison

• Liaisons provide service in a particular subject area or a particular function.

• “The job of the academic library liaison has altered greatly from the bibliographic specialist of the 1940s into its current, diversified role” (183)

• More emphasis on engagement?

Subject Specific Skills

• Serving the needs of the particular academic department/unit

• Collection management• Teaching and research support• Building personal relationships

Functional Skills

• Data curation• Scholarly communication• Information literacy• Distance education• Copyright assistance• And advocacy for the above

Liaisons in Small vs. Large Libraries

Smaller:• Liaisons evolved to provide wide array of liaison roles • May be limited ability to specialize due to more tasks• Communication & organization maybe be easier

Larger:• Multiple library liaisons specializing in certain roles• May be more focused on one subject area or functional role• Communication & organization could be more challenging

Diversified Role:Evolution of the Liaison

•Outreach•The Embedded Librarian•Relationship building with facultyo in person, newsletters, phone, email

•(Co)Teaching

Technology:• Keeping skills up to date, ex. tools for marketing• The Personal Librarian• Hardware and software (exs. e-readers, tablets, Prezi)• Libguides, blogs, wikis, social networks

Diversified Role:Evolution of the Liaison

Liaisons as Promoters

The constant need to prove the worth of libraries to people deciding the future of libraries (rarely librarians themselves)

Building positive opinions of the library as a place and as people through subject and functional roles

3. Subject v. Functional in Smaller Libraries (Richard)

Johnson & Wales University, Charlotte

• Founded as a business college in 1914 in Providence, RI

• Not-for-profit, private institution

• School of Business, School of Hospitality, College of Culinary Arts, and College of Arts & Sciences

• Four Campuses: Providence, RI; Charlotte, NC; Miami, FL; Denver, CO

• Approximately 2,200 students at our Charlotte campus (opened in 2004)

• Approximately 120 faculty (very few adjuncts)

Johnson & Wales University Library• 6 librarians (2 part-time)

• Focused physical collections

• HELIN consortium member

• NEASC accredited

• Personal Librarian program

• Subject-oriented but hybrid liaisons

Jean Moats

• Culinary Arts and Baking/Pastry collections

• Periodicals collection• General reference

assistance on any topic• Assistance with

faculty research• Library instruction

classes• Copyright assistance• Overall collection

management• Assistance with

programs• Creating and updating

subject specific library research guides

Richard Moniz

• Arts & Sciences collections

• General reference assistance on any topic

• Copyright assistance• Assistance with

reserves• JWU Scholars

Archive• Assistance with

faculty research• Any general

questions or concerns about library policies

• uresearch assistance

Valerie Freeman

• Business and Hospitality Collections

• Percolator collection

• General reference assistance on any topic

• Assistance with faculty research

• Library instruction classes (primary contact for all programs)

• uresearchassistance

Justin Herman

• General reference assistance on any topic

• Assistance with textbooks and reserves

• Assistance with faculty research

Kat Oosterhuis

• General reference assistance on any topic

• Assistance with faculty research

• Assistance with LibGuides

Andrea Kincaid

• General reference assistance on any topic

• Assistance with

faculty research

• Assistance with LibGuides

Karen Mann

• Instructional Technology

Opportunity?

“Promotion of an array of newer services, such as consultations on data management plans for grant writing, digital repositories and preservation, and scholarly communication, may expand perceptions of library services beyond traditional roles of collection development, reference service, library orientation, and issues resolution.”

(Pasek, 2015)

4. Subject v. Functional in Larger Libraries (Steve)

The Arizona Experimentin subject v. functional liaisoning

University of Arizona Librariestimeline: part 11991: Hired Carla Stoffle as dean • Library budget was in steep decline

• Got smaller through attrition to boost salaries

1993: Reorganized whole library into teams • Flattened the structure; reduced administrative overhead

• Subject liaisons in subject teams (ex. Humanities)

2005-08: New funding model for UA units

2008: Ended traditional subject liaison model; functional teams only

2008: functional teams onlyInstructional Services Team (IST)

Research Support Services Team (RSST)• “Collections, communication, and digital initiatives”

Undergraduate Services Team (UST) • “Coordination, prioritization and production of learning

objects and the design of educational materials for use both in the classroom and online.”

By 2010, a realization:

“The [2008] change was not communicated well to departments. Many faculty members had been used to contacting one librarian for a whole suite of services. Now they were uncertain who to contact, or had multiple contacts for different functions.”

“Over the next couple of years, it became clear that the library was losing connections with faculty and students, and some adjusting of this model was needed.” (2013 SLA paper)

UA timeline: part 2

2010: Changes in response:• RSST work moved to new Scholarly Publishing &Data Management Team

• Created a Research Services Team (RST) to coordinate communication & assess campus needs

2011: An assessment finding (among others):• “The library must continue to engage with key faculty. Face-to-face

communication is the most direct way to engage our customers.”

2013: Dean Stoffle retires; Dean Williams hired

2015: Subject liaisons return, based in the new Research & Learning Team (15 people) • Teams replaced with “units” (departments)

From RST’s 2010-11 assessment*:

“There were immediate benefits simply from making the personal connections with faculty. Many faculty members expressed how grateful they were that librarians were reaching out to them and were happy to now have a connection in the library.”

*reported in the 2013 SLA paper

UNCG version

Instruction Team

Functional teamsLiaisons from each subject team plus other

librarians & staff

SocialScienceTeam

HumanitiesTeam

NaturalScienceTeam

Reference Desk Team

Collections Team

Scholarly Communications

Team

Arizona sourcesBender, L. J. (1997). Team organization—learning organization: the University of Arizona four years into it. Information Outlook, 1(9), 19-22. (in Proquest/NC LIVE)

Diaz, J. R., & Pintozzi, C. (1999). Helping teams work: lessons learned from the University of Arizona Library reorganization. Library Administration & Management, 13(1), 27-36.

Reyes, V. (2006). The future role of the academic librarians in higher education. portal: Libraries and the Academy, 6(3) 301-309.

“Joining the University of Arizona Libraries & Center for Creative Photography: A Team-Based Organization Unlike Any Other” (2009, April) http://www.library.arizona.edu/about/employment/documents/JoiningLibraryPacket0409.doc

Stoffle, C. J., & Cuillier, C. (2010). From surviving to thriving. Journal of Library Administration, (51)1, 130-155.

Cindy Elliott, Jim Martin, Mary Feeney, and Ricardo Andrade, “A New Approach to Needs Assessment and Communication to Connect and Collaborate with Faculty”. [Contributed paper from SLA 2013]https://www.sla.org/wp-content/uploads/2013/07/Tues-ElliotMartin-NeedsAssessment.pdf

And I looked closely at its web site in September 2015 and interviewed the R&L unit head on the phone two weeks ago.

Pasek, Judith. “Organizing the Liaison Role,” College & Research Libraries News (2015). 76 (4), 202-205.

Moniz, Richard, Henry, Jo, & Eshleman, Joe. Fundamentals for the Academic Liaison. ALA: 2014.

https://liaisonlife.wordpress.com/ (Steve’s blog on liaison issues)

5. Discussion of experiences & best practices